arXiv:2605.03762v1 Announce Type: new
Abstract: Large language models are moving from static text generators toward real-world decision-support systems, where forecasting is a composite capability that links information gathering, evidence integration, situational judgment, and action-oriented decision making. This capability is in broad demand across finance, policy, industry, and scientific research, yet its evaluation remains difficult: live benchmarks evaluate forecasts before answers exist, making them the cleanest way to measure forecasting ability, but they expire once events resolve; retrospective benchmarks are reproducible, but they cannot reliably distinguish genuine forecasting from facts a model may have already learned during pretraining. Prompting models to “pretend not to know” cannot replace a genuine knowledge boundary. We propose OracleProto, a reproducible framework for evaluating LLM native forecasting capability. OracleProto reconstructs resolved events into time-bounded forecasting samples by combining model-cutoff-aligned sample admission, tool-level temporal masking, content-level leakage detection, discrete answer normalization, and hierarchical scoring. Instantiated on a FutureX-Past-derived dataset with six contemporary LLMs, OracleProto distinguishes forecasting quality, sampling stability, and cost efficiency under controlled information boundaries, while reducing residual leakage to the $1%$ level, an order of magnitude below tool-only temporal filtering. OracleProto turns LLM forecasting from one-off evaluation into an auditable, reusable, and trainable dataset-level capability, providing a unified interface for fair cross-model comparison and a controlled signal source for downstream SFT and RL. Code and data are available at https://github.com/MaYiding/OracleProto and https://huggingface.co/datasets/MaYiding/OracleProto.
Crisis support teams’ technological openness and learning attitudes toward the AI based virtual patient system crisis support VR
BackgroundAgainst the backdrop of escalating global humanitarian crises, innovative didactic simulations are becoming increasingly important. A promising alternative to traditional classroom-based didactics for learning psychological